Perspectives de l’OCDE sur les compétences 2015 : Les jeunes, les compétences et l’employabilité
French
Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.
Youth employability
Globally, nearly 68 million young women and men are looking for and available for work, and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.
Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market.
Research papers
Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.
Les Perspectives de l’OCDE sur les compétences 2015 : Les jeunes, les compétences et l’employabilité font apparaître clairement que là où le système éducatif et le marché du travail coexistent séparément, il s’avère particulièrement ardu pour les jeunes de réussir le passage de l’un à l’autre. L’insertion dans le monde du travail se fait d’autant mieux que les systèmes éducatifs sont souples et à même de s’adapter aux besoins du marché du travail, que les employeurs interviennent tant dans la conception que dans l’application des programmes d’enseignement, que les jeunes ont accès à des services d’orientation et à une formation continue de qualité qui les aident à mettre leurs compétences en adéquation avec les emplois qui s’offrent à eux, et que les obstacles institutionnels à l’entrée dans la vie active – y compris pour ceux qui disposent des compétences adéquates – ont été levés.